Diversity in Schools: Immigrants and the Educational Performance of U.S. Born Students. Working Paper No. 250-0321

Autor/inn/en	Figlio, David; Giuliano, Paola; Marchingiglio, Riccardo; Özek, Umut; Sapienza, Paola
Institution	National Center for Analysis of Longitudinal Data in Education Research (CALDER) at American Institutes for Research
Titel	Diversity in Schools: Immigrants and the Educational Performance of U.S. Born Students. Working Paper No. 250-0321
Quelle	(2021), (82 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Student Diversity; Immigrants; Racial Differences; Ethnicity; Socioeconomic Status; Academic Achievement; Disadvantaged Youth; Student Records; Public Schools; Elementary Secondary Education; Records (Forms); Student Characteristics; Hispanic American Students; White Students; Blacks; Family Characteristics; Geographic Location; Birth; Florida; Florida Comprehensive Assessment Test + Suchen Sie Ihr Suchwort? Immigrant; Immigrantin; Immigranten; Rassenunterschied; Ethnizität; Socio-economic status; Sozioökonomischer Status; Schulleistung; Benachteiligter Jugendlicher; Schülerakte; Public school; Öffentliche Schule; Formularsammlung; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Black person; Schwarzer; Geburt
Abstract	We study the effect of exposure to immigrants on the educational outcomes of US-born students, using a unique dataset combining population-level birth and school records from Florida. This research question is complicated by substantial school selection of US-born students, especially among White and comparatively affluent students, in response to the presence of immigrant students in the school. We propose a new identification strategy to partial out the unobserved non-random selection into schools, and find that the presence of immigrant students has a positive effect on the academic achievement of US-born students, especially for students from disadvantaged backgrounds. Moreover, the presence of immigrants does not affect negatively the performance of affluent US-born students, who typically show a higher academic achievement compared to immigrant students. We provide suggestive evidence on potential channels. (As Provided).
Anmerkungen	National Center for Analysis of Longitudinal Data in Education Research. American Institutes for Research, 1000 Thomas Jefferson Street NW, Washington, DC 20007. Tel: 202-403-5796; Fax: 202-403-6783; e-mail: info@caldercenter.org; Web site: https://caldercenter.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01